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Accommodating Special Needs in the Inclusive Classroom | |
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Teaching All the Students: A Mandate for Educators | |
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The General Education Classroom and Special Students | |
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Legal Aspects of Educating Students with Disabilities | |
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The Least Restrictive Environment (LRE) and the Continuum of Educational | |
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Services | |
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Inclusion | |
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Conclusion | |
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Additional Sources of Information | |
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Special Needs of Diverse Learners | |
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At-Risk Students in General Education | |
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Exceptional Students Eligible for Special Education | |
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Summary | |
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Basic Principles and Practices of Inclusive Instruction | |
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Principle I: Differentiate Instruction and Provide Supports | |
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Principle II: Use Effective Instructional Methods | |
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Principle III: Emphasize Essential Content | |
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Principle IV: Teach for Mastery of Necessary Skills and Strategies | |
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Principle V: Manage the Inclusive Process Effectively and Efficiently | |
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Summary and Selected References | |
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Reflections on Part One | |
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Detecting and Correcting Academic Problems | |
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Recognizing Words to Facilitate Comprehension | |
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The Word Recognition Skills | |
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Detection of Special Word Recognition Needs | |
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Special Populations | |
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Correction of Word Recognition Skills | |
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Specific Skills and Strategies | |
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Early Literacy and Word Recognition Samplers | |
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Reading to Construct Meaning and Comprehend | |
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The Reading Comprehension Skills | |
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Detection of Special Comprehension Needs | |
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Special Populations | |
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Correction of Reading Comprehension Skills | |
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Specific Skills and Strategies | |
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Comprehension and Study Samplers | |
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Speech: The Process of Oral Communication | |
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The Speech Skills | |
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Referral Indicators | |
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Detection of Special Needs | |
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Classroom Accommodations | |
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Specific Skills and Strategies | |
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Speech Sound Samplers | |
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Language: The Foundation of Learning | |
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Language Skills | |
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Language Differences | |